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The Information Age Confronts Education: Case Studies on Electronic Classrooms

Author

Listed:
  • Dorothy E. Leidner

    (Information Systems Department, Hankamer School of Business, Baylor University, Waco, Texas 76798)

  • Sirkka L. Jarvenpaa

    (Department of Management Science and Information Systems, CBA 5.202, Graduate School of Business, University of Texas at Austin, Austin, Texas 78712-1175)

Abstract

Information technology is slowly becoming a part of educational classrooms and corporate training facilities. The current study examines the use and outcomes of computer-based instructional technology in the context of graduate business education. Case study data is gathered to explore how computer technology is used in the university classroom, and how computer-based teaching methods differ from traditional teaching methods in terms of class interaction and in-class learning. The study found that there are many potential computer-based teaching methods and that the methods can have different outcomes. The use of computer-based teaching methods requiring hands-on student use appear to offer an advantage over traditional methods and over computer-based methods not requiring hands-on student use in providing a forum for exploratory analysis during class and for acquiring technical procedural knowledge. A model of in-class learning is developed for future research.

Suggested Citation

  • Dorothy E. Leidner & Sirkka L. Jarvenpaa, 1993. "The Information Age Confronts Education: Case Studies on Electronic Classrooms," Information Systems Research, INFORMS, vol. 4(1), pages 24-54, March.
    • Handle: RePEc:inm:orisre:v:4:y:1993:i:1:p:24-54
    DOI: 10.1287/isre.4.1.24
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    Citations

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    Cited by:

    1. Bernard Fallery & Roxana Ologeanu-Taddei & Sylvie Gerbaix, 2010. "Acceptance and Appropriation of Videoconferencing for E-training: an Empirical Investigation," Post-Print hal-00773583, HAL.
    2. Rosalie J. Ocker & Gayle J. Yaverbaum, 1999. "Asynchronous Computer-mediated Communication versus Face-to-face Collaboration: Results on Student Learning, Quality and Satisfaction," Group Decision and Negotiation, Springer, vol. 8(5), pages 427-440, September.
    3. Ni Huang & Jiayin Zhang & Gordon Burtch & Xitong Li & Peiyu Chen, 2021. "Combating Procrastination on Massive Online Open Courses via Optimal Calls to Action," Information Systems Research, INFORMS, vol. 32(2), pages 301-317, June.
    4. Álvaro Rocha & Maria José Angélico Gonçalves & Amélia Ferreira Silva & Sandrina Teixeira & Rui Silva, 2022. "Leadership challenges in the context of university 4.0. A thematic synthesis literature review," Computational and Mathematical Organization Theory, Springer, vol. 28(3), pages 214-246, September.
    5. Mohamed Khalifa & RonChi-Wai Kwok & Robert Davison, 2002. "The Effects of Process and Content Facilitation Restrictiveness on GSS-Mediated Collaborative Learning," Group Decision and Negotiation, Springer, vol. 11(5), pages 345-361, September.
    6. Bernard Fallery & Florence Rodhain, 2011. "Three Epistemological Foundations for e-Learning Models," Post-Print hal-00777835, HAL.
    7. Maryam Alavi & Dorothy E. Leidner, 2001. "Research Commentary: Technology-Mediated Learning—A Call for Greater Depth and Breadth of Research," Information Systems Research, INFORMS, vol. 12(1), pages 1-10, March.
    8. Bernard Fallery & Sylvie Gerbaix & Roxana Ologeanu-Taddei, 2008. "Videotraining : A Comparison Between "Virtual Class" and "Remote Class"," Post-Print hal-00777886, HAL.
    9. Urban Nulden, 1999. "Thematic Modules in an Asynchronous Learning Network: A Scandinavian Perspective on the Design of Introductory Courses," Group Decision and Negotiation, Springer, vol. 8(5), pages 391-408, September.
    10. Chelley Vician & Gerardine DeSanctis, 2000. "The Impact of Role Training in a User-Driven Group Support System Environment," Group Decision and Negotiation, Springer, vol. 9(4), pages 275-296, July.

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